Fran Riga

Fran Riga is a Researcher at the University of Cambridge’s Faculty of Education, specializing in STEM education and research. She holds a PhD from the University of Cambridge and has extensive experience in secondary science and mathematics education across South Africa, Greece, and England. Her primary roles include research projects on adaptive learning, dialogic teaching, inquiry-based methodologies, and the intersection of science and religion in education. She also contributes to postgraduate teaching in Science MEd and Researching Practice courses.

Education:

• BSc (University of Cape Town)
• PGCE (University of Cape Town)
• MEd (University of Cambridge)
• PhD (University of Cambridge)

Research Interests: Fran’s work focuses on conceptual development in astronomy, adaptive learning technologies, dialogic pedagogy, and supporting gifted students in STEM—particularly females. She explores how inquiry-based approaches enhance student engagement and bridges between scientific theories and religious beliefs. Her research methodologies include both quantitative and qualitative analyses.

Publications Trends: Her recent work emphasizes theoretical frameworks (e.g., Dewey’s pragmatism), practical pedagogy (e.g., inquiry-based learning), and equity issues (e.g., inclusive education for the gifted and gender balance in STEM). She collaborates frequently with peers like K.S. Taber on interdisciplinary topics such as science-religion dynamics and teacher training.

Teaching and Supervision: Fran supervises postgraduate students in science education and contributes to PGCE assessment processes. She has no listed advisees but actively mentors trainee teachers through her course responsibilities.

Labs/Teams: Her affiliations include CEDiR (Centre for Education Design, Evaluation, and Research) and the INSTRUCT Research Group, focusing on young children’s reasoning in chemistry.